• East Asian mathematical journal
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• v.34 no.4
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• pp.451-462
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• 2018

This study analyzed the learning components of the web-based adaptive math learning programs in order to develop adaptive math learning program using artificial intelligence. The components of the web-based adaptive math learning program set for analysis are classified into learning process presentation, concept learning, problem presentation, problem solving process, and learning result processing then analyzed three programs. As a result of analysis, the typical characteristic of components is that it uses a method of repeatedly presenting the same type of problem in order to learn one concept.

• The Mathematical Education
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• v.61 no.2
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• pp.257-271
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• 2022

As information and communication technologies are being developed so rapidly, education research is actively conducted to provide optimal learning for each student using big data and artificial intelligence technology. In this study, using the mathematics learning data of elementary school 5th to 6th graders conducting blended mathematics classes, we tried to find out what factors predict mathematics academic achievement and developed an artificial intelligence model that predicts mathematics academic performance using the results. Math learning propensity, LMS data, and evaluation results of 205 elementary school students had analyzed with a random forest model. Confidence, anxiety, interest, self-management, and confidence in math learning strategy were included as mathematics learning disposition. The progress rate, number of learning times, and learning time of the e-learning site were collected as LMS data. For evaluation data, results of diagnostic test and unit test were used. As a result of the analysis it was found that the mathematics learning strategy was the most important factor in predicting low-achieving students among mathematics learning propensities. The LMS training data had a negligible effect on the prediction. This study suggests that an AI model can predict low-achieving students with learning data generated in a blended math class. In addition, it is expected that the results of the analysis will provide specific information for teachers to evaluate and give feedback to students.

• Computers and Concrete
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• v.32 no.2
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• pp.149-163
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• 2023

One of the main design parameters traditionally utilized in projects of geotechnical engineering is the uniaxial compressive strength. The present paper employed three artificial intelligence methods, i.e., the stochastic fractal search (SFS), the multi-verse optimization (MVO), and the vortex search algorithm (VSA), in order to determine the compressive strength of concrete (CSC). For the same reason, 1030 concrete specimens were subjected to compressive strength tests. According to the obtained laboratory results, the fly ash, cement, water, slag, coarse aggregates, fine aggregates, and SP were subjected to tests as the input parameters of the model in order to decide the optimum input configuration for the estimation of the compressive strength. The performance was evaluated by employing three criteria, i.e., the root mean square error (RMSE), mean absolute error (MAE), and the determination coefficient (R²). The evaluation of the error criteria and the determination coefficient obtained from the above three techniques indicates that the SFS-MLP technique outperformed the MVO-MLP and VSA-MLP methods. The developed artificial neural network models exhibit higher amounts of errors and lower correlation coefficients in comparison with other models. Nonetheless, the use of the stochastic fractal search algorithm has resulted in considerable enhancement in precision and accuracy of the evaluations conducted through the artificial neural network and has enhanced its performance. According to the results, the utilized SFS-MLP technique showed a better performance in the estimation of the compressive strength of concrete (R²=0.99932 and 0.99942, and RMSE=0.32611 and 0.24922). The novelty of our study is the use of a large dataset composed of 1030 entries and optimization of the learning scheme of the neural prediction model via a data distribution of a 20:80 testing-to-training ratio.

• Steel and Composite Structures
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• v.33 no.3
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• pp.319-332
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• 2019

This study is aimed to predict the behaviour of channel shear connectors in composite floor systems at different temperatures. For this purpose, a soft computing approach is adopted. Two novel intelligence methods, including an Extreme Learning Machine (ELM) and a Genetic Programming (GP), are developed. In order to generate the required data for the intelligence methods, several push-out tests were conducted on various channel connectors at different temperatures. The dimension of the channel connectors, temperature, and slip are considered as the inputs of the models, and the strength of the connector is predicted as the output. Next, the performance of the ELM and GP is evaluated by developing an Artificial Neural Network (ANN). Finally, the performance of the ELM, GP, and ANN is compared with each other. Results show that ELM is capable of achieving superior performance indices in comparison with GP and ANN in the case of load prediction. Also, it is found that ELM is not only a very fast algorithm but also a more reliable model.

• Structural Engineering and Mechanics
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• v.91 no.1
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• pp.1-23
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• 2024

This paper formulates a new integral shear deformation shell theory to investigate the free vibration response of carbon nanotube (CNT) reinforced structures with only four independent variables, unlike existing shell theories, which invariably and implicitly induce a host of unknowns. This approach guarantees traction-free boundary conditions without shear correction factors, using a non-polynomial hyperbolic warping function for transverse shear deformation and stress. By introducing undetermined integral terms, it will be possible to derive the motion equations with a low order of differentiation, which can facilitate a closed-form solution in conjunction with Navier's procedure. The mechanical properties of the CNT reinforcements are modeled to vary smoothly and gradually through the thickness coordinate, exhibiting different distribution patterns. A comparison study is performed to prove the efficacy of the formulated shell theory via obtained results from existing literature. Further numerical investigations are current and comprehensive in detailing the effects of CNT distribution patterns, volume fractions, and geometrical configurations on the fundamental frequencies of CNT-reinforced nanocomposite shells present here. The current shell theory is assumed to serve as a potent conceptual framework for designing reinforced structures and assessing their mechanical behavior.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.50-57
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• 2021

Although the mathematics education process in AI education is a very important issue, little cases are reported in developing effective methods on AI and mathematics education at the university level. The universities cover all fields of mathematics in their curriculums, but they lack in connecting and applying the math knowledge to AI in an efficient manner. Students are hardly interested in taking many math courses and it gets worse for the students in humanities, social sciences and arts. But university education is very slow in adapting to rapidly changing new technologies in the real world. AI is a technology that is changing the paradigm of the century, so every one should be familiar with this technology but it requires fundamental math knowledge. It is not fair for the students to study all math subjects and ride on the AI train. We recognize that three key elements, SW knowledge, mathematical knowledge, and domain knowledge, are required in applying AI technology to the real world problems. This study proposes a modular approach of studying mathematics knowledge while connecting the math to different domain problems using AI techniques. We also show a modular curriculum that is developed for using math for AI-driven autonomous driving.

• Journal of the Korean Institute of Intelligent Systems
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• v.20 no.1
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• pp.1-6
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• 2010

Ying[M.S. Ying, Linguistic quantifiers modeled by Sugeno integrals, Artificial Intelligence 170(2006) 581-606] studied a framework for modeling quantifiers in natural languages in which each linguistic quantifier is represented by a family of fuzzy measures and the truth value of a quantified proposition is evaluated by using Sugeno integral. In this paper, we consider interval-valued fuzzy measures and interval quantifiers which are the generalized concepts of fuzzy measures and quantifiers, respectively. We also investigate logical properties of a first order language with interval quantifiers modeled by the Sugeno integral with respect to an interval-valued fuzzy measures.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.110-117
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• 2021

The purpose of the study is to develop effective teaching methods to strengthen the major learning capabilities of electronic engineering learners through inquiry learning using computing thinking ability. To this end, first, in the electronic engineering curriculum, we performed teaching-learning through an inquiry and learning model related to mathematics, probability, and statistics under the theme of various majors in electronic engineering, focusing on understanding computing thinking skills. Second, an efficient electronic engineering subject inquiry class operation using computing thinking ability was conducted, and electronic engineering-linked education contents based on the components of computer thinking were presented. Third, by conducting a case study on inquiry-style teaching using computing thinking skills in the electronic engineering curriculum, we identified the validity of the teaching method to strengthen major competency. In order to prepare for the 4th Industrial Revolution, by implementing mathematics, probability, statistics-related linkage, and convergence education to foster convergent talent, we tried to present effective electronic engineering major competency enhancement measures and cope with innovative technological changes.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.1-21
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• 2022

The purpose of this study is to analyze the current situation of EduTech, which is proposed as a way to build a flexible learning environment regardless of time and place according to the use of digital technology in mathematics subjects. The process of designing classes to use the EduTech platform, which is still in the development introduction stage, in public education is still difficult, and research to observe its effects and characteristics is also in its early stages. However, in the stage of preparing for future education, it is a meaningful process to grasp the current situation and point out the direction in preparation for the future in which EduTech will be actively applied to education. Accordingly, the current situation and utilization trends of EduTech at home and abroad were confirmed, and the functions and roles of EduTech platforms used in mathematics were analyzed. As a result of the analysis, the EduTech platform was pursuing learners' self-directed learning by constructing its functions so that they could be useful for individual learning of learners in hierarchical mathematics education. In addition, we have confirmed that the platform is evolving to be useful for teachers' work reduction, suitable activities, and evaluations learning management. Therefore, it is necessary to implement instructional design and individual customized learning support measures for students that can efficiently utilize these platforms in the future.

• The Mathematical Education
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• v.63 no.2
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• pp.165-186
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• 2024

Despite the growing attention on artificial intelligence-based automated scoring technology as a support method for the introduction of descriptive items in school environments and large-scale assessments, there is a noticeable lack of foundational research in mathematics compared to other subjects. This study developed an automated scoring model for two descriptive items in first-year middle school mathematics using the Random Forest algorithm, evaluated its performance, and explored ways to enhance this performance. The accuracy of the final models for the two items was found to be between 0.95 to 1.00 and 0.73 to 0.89, respectively, which is relatively high compared to automated scoring models in other subjects. We discovered that the strategic selection of the number of evaluation categories, taking into account the amount of data, is crucial for the effective development and performance of automated scoring models. Additionally, text preprocessing by mathematics education experts proved effective in improving both the performance and interpretability of the automated scoring model. Selecting a vectorization method that matches the characteristics of the items and data was identified as one way to enhance model performance. Furthermore, we confirmed that oversampling is a useful method to supplement performance in situations where practical limitations hinder balanced data collection. To enhance educational utility, further research is needed on how to utilize feature importance derived from the Random Forest-based automated scoring model to generate useful information for teaching and learning, such as feedback. This study is significant as foundational research in the field of mathematics descriptive automatic scoring, and there is a need for various subsequent studies through close collaboration between AI experts and math education experts.